animal farm 2.1 - strood academy

Year 8 Term 2: Animal Farm

2.1: Spelling 2.2: Terminology 2.3: Content and Context

1. Quote 2. Simile 3. Metaphor 4. Novella 5. Imagery 6. Deceit 7. Treachery 8. Comrade 9. Collective 10. Oppression 11. Tyranny 12. Abundance 13. Synonym 14. Ceremonial 15. Monologue 16. Negotiations 17. Foreshadowing 18. Denounce 19. Conquer 20. Advocate 21. Resolution 22. Liberty 23. Dictator 24. Communism 25. Suppress 26. Dystopia 27. Naivety 28. Allegory 29. Propaganda 30. Anthropomorphism

Abundance – When there is more than enough of something. Deceit – When someone keeps the truth hidden or is dishonest, especially to gain an advantage. Treachery – An act of betrayal that deceives or is not loyal to someone who trusts you. Foreshadowing - A warning or indication of a future event. Tyranny – This is a situation in which a leader or government has too much power and uses that power in a cruel and unfair way. Liberty – The freedom to live as you wish, go where you want, and be allowed to do something of your choice. Suppress – To prevent something from being seen or expressed or from operating. Naivety – Trust based on not having much experience of something. Advocate – To publicly support or suggest an idea, development, or way of doing something. Denounce – To criticise something or someone strongly and publicly.

● Tsar Nicholas II: A poor leader who was cruel and sometimes brutal with opponents, yet could also be kind sometimes, e.g. he hired students as spies to provide them with an income

● Vyacheslav Molotov: Worked for Stalin to support Stalin’s image by using any lie

he could to convince the people to follow Stalin. One of the key aspects that helped him to control the lies was that education was controlled by the government.

● The Russian Revolution: When the Russian government was overthrown by a

group of people who wanted the country to be ruled in a different way (Communists).

● Communism: Communism’s aim is to set up a better version of society. One that

will have everyone own everything but controlled by the government. This society would be based on the common ownership of the means of production and would not rely on social classes, or money.

● Religion: Was used by the government to force people not to complain and do what

the government told them to do. Stalin knew that the manipulation of people through their religious loyalty meant that violent revolutions wouldn’t happen and the people would stay in line.

● Character Links: 1. Mr. Frederick represents Adolf Hitler, with Hitler creating a pact between Soviet

Russia and Nazi Germany which had been bitter enemies up to that time to divvy up Eastern Europe into respective spheres of influence.

2. Mr. Pilkington (an easy going farmer who is invited over to Napoleon’s farmhouse

for a fancy dinner) represents the US and UK, with a meeting held in 1943 between the leaders of the US, UK, and the Soviet Union. At the meeting, Roosevelt,

Churchill, and Stalin came to agreement on joint military strategy for the rest of the war and began to make plans for the post-war order.

Make sure you can write definitions for these key terms.

acid displacement reaction metal reaction reactivity reactivity series salt state symbol

Unit 7 Metals and acidsKnowledge organiser

The three main acids are hydrochloric acid, sulfuric acid, and nitric acid.

Metals can react with all of these acids to produce a salt and hydrogen gas.

copper + hydrochloric acid ➞ copper chloride + hydrogen

iron + sulfuric acid ➞ iron sulfate + hydrogen

magnesium + nitric acid ➞magnesium nitrate + hydrogen

2Mg(s) +H

2O(g) ➞ MgO(s) + H (g)

Magnesium can be reacted with steam using the following experimental set-up.

Metals and water/steam

• Very reactive metals like sodium will react with cold water to produce a metal

hydroxide and hydrogen gas.

sodium + water ➞ sodium hydroxide + hydrogen

2Na(s) + 2H2O(l) ➞ 2NaOH(aq) +H

2(g)

• Other metals like magnesium only react with steam, and produce a metal

oxide and hydrogen.

magnesium + steam ➞magnesium oxide + hydrogen

mineral wool soaked in

water to make steam

glass tube

clamp

Bunsen burner

magnesium

ribbon

Testing for hydrogen gas

The gas produced when reacting a metal and a salt can be collected in an

upturned test tube, and a test performed to check that the gas is hydrogen.

Insert a lit splint into the upturned test tube – if the gas is hydrogen, there will

be a ‘pop’ sound.The reactivity series

most reactive

potassium

sodium

lithium

calcium

magnesium

aluminium

carbon

zinc

iron

lead

copper

silver

gold

least reactive

Metals and oxygen

• Many metals will react with oxygen from the air to produce a metal oxide.

• Often, they will need to be heated before they can react.

State symbols

• Symbol equations have letters in brackets after each substance.

• These tell you the state of matter of each substance, and are called state

symbols:

(s) = solid, (l) = liquid, (g) = gas, (aq) = dissolved in water

For example, H2O(s) is ice, H

2O(l) is water, H

2O(g) is steam, and NaCl(aq)

is sodium chloride (table salt) dissolved in water.

Metal Reaction with oxygen

magnesium burns vigorously

zinc burns less vigorously

iron burns

lead do not burn; when heated, form layer

of oxide on surfacecopper

gold no reaction

Metal displacement reactions

• A displacement reaction occurs when a more reactive element takes the

place of a less reactive element in a compound.

• In metals, this means that the more reactive metal will become a

compound,

and the less reactive one an element.

For example, iron is more reactive than copper so:

Incre

asin

gre

acti

vit

y

For example, sulfuric acid has the formula H SO . Copper sulfate has the2 4

formula CuSO4– it is a salt because the copper has taken the place of the

hydrogen in sulfuric acid.

Metals and acids

• If a metal reacts with an acid, it produces a salt and hydrogen gas.

• All acid compounds have hydrogen in them.

• When the hydrogen is replaced by a metal, the compound is called a salt.


• In the Earth’s crust, iron is joined to other elements, in compounds. In many of these compounds iron is joined to oxygen. These are iron oxides.

• A rock that you can extract a metal from is called an ore.

• A metal can be extracted from it’s ore.

• Any metal that is below carbon in the reactivity series can be displaced from it’s compound by heating with carbon. For example:

carbon + iron oxide ➞ iron + carbon dioxide

• You cannot use to carbon to extract aluminium from aluminium oxide. This is because aluminium is more reactive than carbon.

• Elements above carbon in the reactivity series use different methods requiring more energy to be extracted from their ores.

Extracting metals

Unit 7 Metals and acidsKnowledge organiser


• Ceramic materials are compounds. A brick is a block of ceramic material.

• All ceramic materials have similar physical and chemical properties.

• Physical – Hard, brittle (break easily), stiff, solid at room temperature, strong when forces press on them, electrical insulators and break easily when stretched.

• Chemical – They do not react with water, acids or alkalis.

• Ceramics have many uses. Their uses depend on their properties. For example:

- Bricks are strong when forces press on them. This makes them durable for buildings.

- Ceramics do not conduct electricity. This makes them useful for electrical power-line insulators.

• The bonds between the atoms in ceramics are very strong. A great amount of energy is needed to break the forces between them.

Ceramics


• A polymer is a long molecule that has identical groups of atoms, repeated many times.

• There are many polymers, different polymers have different properties. This makes them suitable for their uses.

• NATURAL POLYMERS – wool, cotton and rubber.

- Sheep make wool. Wool fibres trap air between them, meaning they trap heat. This makes wool useful for jumpers and socks.

- Cotton plants make cotton fibres. Cotton fabric is strong, durable and absorbs sweat. It is useful for t-shirts.

- Rubber trees produce rubber. Rubber is flexible, waterproof and durable. This makes it suitable for tyres.

• SYNTHETIC POLYMERS – do not occur naturally. They are made in chemical reactions.

Polymers

Synthetic polymer Properties

Poly (ethene) (LDPE) – Low density poly (ethene) Molecules in LDPE slide over each other. This makes it flexible and

strong. Used for carries bags. Does not decay (break down).

Poly (ethene) (HDPE) – High density poly (ethene) Strong and flexible. It’s surfaces can be very smooth. HDPE is used

in artificial knee joints. Does not decay (break down).

PVC – Poly(vinyl chloride) Waterproof, flexible and does not conduct electricity. This makes it

suitable for waterproof clothes and insulating electric cables.

Composites

• A composite is a mixture of materials. Reinforced concrete is a composite material. It is made up of steel bars with concrete around it. Together, steel and concrete put up with strong squashing and stretching forces.

• The composite has properties that are a combination of the properties of the materials it is made up of.

• Other composites include carbon-fibre-reinforced plastics (CFRP) and glass-fibre-reinforced aluminium.

Carbon-fibre-reinforced plastics (CFRP) Glass-fibre-reinforced aluminium

• A bicycle frame is made from CFRP. It

consists of:

- Carbon fibres woven into a fabric.

- A glue like polymer which is moulded into

different shapes when soft.

• CFRP bikes are better than steel ones as

they are lighter, strong, do not rust and

can be moulded into any shape.

• However, they are very expensive.

• The materials in this composite include:

- Thin layers of aluminium

- Layers of glass fibre

- A glue like polymer to join the layers.

Unit 7 Metals and acidsKnowledge organiser – test yourself!

n

Stem Cells

Question Answer

Complete the word equation below

Zinc + Hydrochloric acid

Zinc chloride + Hydrogen

What is the test for hydrogen gas? A lit splint goes squeaky pop


Magnesium + Oxygen

Magnesium oxide


Sodium + Water ➞

Sodium hydroxide + Hydrogen

What are the 3 main acids Hydrochloric acid, sulphuric acid and nitric

acid.

Why does gold have no reaction with

oxygen?

It is at the bottom of the reactivity series

What does the state symbol (aq) mean Dissolved in water

What is an ore? A rock that you can extract a metal from

Give an example of a natural polymer Wool, cotton or rubber

What is a composite? A mixture of materials with properties that

are a combination of those of the materials

in it.

Key word Definition

Carbon fibre A material made of thin tubes of carbon.

CeramicA compound such as a metal silicate or oxide that is hard, strong, and has a

high melting point.

CompositeA mixture of materials with properties that are a combination of those of the

materials in it.

DisplaceA more reactive metal displaces – or pushes out – a less reactive metal from

its compound.

Displacement reactionIn a displacement reaction, a more reactive metal displaces – or pushes out

– a less reactive metal from its compound.

MetalElements on the left of the stepped line of the Periodic Table. Most elements

are metals. They are good conductors of energy and electricity.

Natural polymer Polymers made by plants and animals, including wool, cotton, and rubber.

Ore A rock that you can extract a metal from.

Polymer A substance made up of very long molecules.

ReactiveA substance is reactive if it reacts vigorously with substances such as dilute

acids and water.

Reactivity series A list of metals in order of how vigorously they react.

State symbolA state symbol gives the state of a substance in a chemical equation. (s)

means solid, (l) means liquid, (g) means gas, and (aq) means dissolved in water.

Synthetic polymer A substance made up of very long molecules that does not occur naturally.

Thermite reaction Reaction of aluminium with iron oxide to make aluminium oxide and iron.

metals non-metals

Hhydrogen

Hehelium

Lilithium

Beberyllium

Bboron

Ccarbon

Nnitrogen

Ooxygen

Ffluorine

Neneon

Nasodium

Mgmagnesium

Alaluminum

Sisilicon

Pphosphorus

Ssulfur

Clchlorine

Arargon

Kpotassium

Cacalcium

Scscandium

Tititanium

Vvanadium

Crchromium

Mnmanganese

Feiron

Cocobalt

Ninickel

Cucopper

Znzinc

Gagallium

Gegermanium

Asarsenic

Seselenium

Brbromine

Krkrypton

Rbrubidium

Srstrontium

Yyttrium

Zrzirconium

Nbniobium

Momolybdenum

Tctechnetium

Ruruthenium

Rhrhodium

Pdpalladium

Agsilver

Cdcadmium

Inindium

Sntin

Sbantimony

Tetellurium

Iiodine

Xexenon

Cscaesium

Babarium

Lalanthanum

Hfhafnium

Tatantalum

Wtungsten

Rerhenium

Ososmium

Iriridium

Ptplatinum

Augold

Hgmercury

Tlthallium

Pblead

Bibismuth

Popolonium

Atastatine

Rnradon

Frfrancium

Raradium

displacement reaction group halogen malleable metal noblegas non-metal

period physical property sonorous reactive

Make sure you can write definitions for these key terms.

brittle conductor chemical property dense

Unit 7 The Periodic TableKnowledge organiser

The Periodic Table displays the names and symbols of all the elements we have discovered which are organised by their chemical properties and their physical properties.

Physical properties

The physical properties of an element describe how a substance behaves generally.

(E.g., conductor of electricity, dense, conductor of heat, shiny, malleable, sonorous, high melting and boiling points)

Chemical properties

The chemical properties of an element describe how a substance behaves in terms of its chemical reactions.

For example, how reactive it is, what other substances it reacts with, and the products it forms in reactions.

• columns are called groups

• rows are called periods

Elements in a group normally have similar

properties, meaning chemists can predict

properties of elements based on their

group.

metals are to the left of the red line

non-metals are on the right

Metals

• normally good conductors of heat and

electricity

• shiny when cut

• malleable

• dense and sonorous

• most have high melting points

Non-metals

• often have properties the opposite of

metals

• low boiling points, so are gases at room

temperature

• poor conductors of electricity and heat

• dull in appearance

• low density

• brittle and not sonorous

Group 0

• called the noble gases

• very unreactive

• low boiling points, so are gases at room

temperature

• like the halogens, their boiling points

increase down the group

Group 7

• called the halogens

• generally very reactive

• generally the opposite of Group 1

• melting point increases down the group while reactivity decreases.

• take part in displacement reactions, where an element from higher up the group takes the place of one from lower

down the group in a compound.

For example: potassium iodide + chlorine ➞potassium chloride + iodine

solids liquids gases at room tempratureThis version of the Periodic Table does not include every discovered element.

Group 1

• called the alkali metals

• like all other metals but are very

reactive

• react vigorously (strongly) with water

• get more reactive as you go down the

group

• lower melting points than most

other metals

• melting points decrease down

the group

• always produce a metal hydroxide and

hydrogen gas when reacted with water

Knowledge organiser – test yourself!

Unit 7 The Periodic Table

Question Answer

Where are metals usually found in the periodic

table?

Left hand side

How are elements organised in the periodic

table?

By their chemical properties and their physical properties.

What are the properties of a metal? Good conductors of heat and electricity, shiny when cut

malleable, dense, sonorous and most have high melting and boiling

points.

What are the properties of a non-metal? Low boiling points, so are gases at room temperature, poor conductors of

electricity and heat, dull in appearance, low density, brittle and not

sonorous

What happens to the reactivity of group 1

elements as you go down the group?

Reactivity increases

When group 1 elements react with water what

are the products of the reaction?

Metal hydroxide and hydrogen gas.


Lithium + Water

Lithium hydroxide + Hydrogen

What happens to the reactivity of group 7

elements as you go down the group?

Reactivity decreases

Group 7 elements take part in displacement

reactions. Complete the word equation below.

Potassium iodide + chlorine

Potassium chloride + Iodine

The noble gases are unreactive. True or false? True

Key word Definition

Conductor Rain that has a non-metal dissolved in it.

Chemical property How a substance behaves in its chemical reactions.

Density The mass of a material in a certain volume.

DisplaceA more reactive metal displaces – or pushes out – a less reactive

metal from its compound.

Displacement reactionIn a displacement reaction, a more reactive metal displaces – or

pushes out – a less reactive metal from its compound.

GroupA vertical column of the Periodic Table. The elements in a group

have similar properties.

Brittle Will break or shatter when hammered

Malleable Can be bent shaped without breaking

Sonorous Able to make a ringing sound when hit

Halogen Another name for the Group 7 elements.

Metal

Elements on the left of the stepped line of the Periodic Table. Most

elements are metals. They are good conductors of energy and

electricity.

Metalloid Elements near the stepped line of the Periodic Table are metalloids.

Noble gases Another name for the Group 0 elements.

Non-metalElements on the right of the stepped line of the Periodic Table. They

are poor conductors of energy and electricity.

PeriodA horizontal row of the Periodic Table. There are trends in the

properties of the elements across a period.

Physical property A property of a material that you can observe or measure.

ReactiveA substance is reactive if it reacts vigorously with substances such

as dilute acids and water.

Unreactive Elements that take part in few chemical reactions are unreactive.

Mat

hem

atic

s

2.2 Collecting like terms

2.0 Expressions and equations

2.3 Inequalities● Inequalities tell us that two numbers are different - they are

not necessarily equal to one another● We will look at five main inequality signs:

○ > means ‘is greater than’○ < means ‘is less than’○ ≥ means ‘is greater than or equal to’. ○ ≤ means ‘is less than or equal to’.○ ≠ means ‘is not equal to’

● a > b means ‘a is greater than b’● We can solve inequalities like we solve equations, except for

one key difference: when we multiply or divide by a negative number, we must ‘flip’ the inequality.

2.4 Solving equations• An equation must involve two signs, linked together by an equals sign• To solve equations, we must always do the same thing to both sides• If we want to ‘undo’ an operation happening to a variable,, we must do its

inverse operation.• The inverse of addition is subtraction, and the inverse of subtraction is

addition.• The inverse of multiplication is division, and the inverse of division is

multiplication. • An equation is solved when we are left with a variable by itself that is

equal to a value○ For example, x = 5 is solved. 2x + 6 = 12 is not solved.

Year 8

2.1 Terms and expressions• Expression: a collection of letters and numbers with no = sign.

E.g. 3𝑥 + 1• Equations: contains an equal sign and an unknown to be solved. Eg

3x + 7 = 28• Formula: A relationship between two or more letters and contain

an equal sign. Eg P = IV• Terms: Groups of symbols in an expression separated by + and –

signs. Eg 3x and 1 are terms in the expressions 3x + 1n + 2 a number n and 2

n – 2 a number subtract 2

2n a number multiplied by 2 a number divided by 2

n2 a number multiplied squared (multiplied by itself)

Vocabulary Test 1

1. Vivir - to live2. Vivo - I live3. Al norte - in the north4. En el sur - in the south5. En Inglaterra - in England6. Al extranjero - abroad7. En mi barrio - in my neighbourhood8. Cerca de -near9. Al campo - in the countryside

10. Una casa - a house

Spanish Knowledge organiser – year 8 – term 2 – Communities Name:

Week 3 -

1. La calle - the street2. La tienda de ropa - clothes shops3. El lugar - the place4. Comprar - to buy5. Los bares- bars6. Ir al concierto - to go to a concert7. Practicar judo - practice judo8. Ver- to see9. Pasear- to walk

10. Bailar en la discoteca - dance in a club

Week 4

1. A la izquierda - to the left2. A la derecha - to the right3. La contaminación - pollution4. El aire -air5. Ruidoso -noisy6. Tan … como - as .. as7. No estoy de acuerdo - I don’t agree

8. Los transportes - transports9. Se debe - You must10. Se debería - You should

Week 4

1. Más interesante que… more interesting than

2. Más aburrido que …. More boring than

3. Mejor que …… better than

4. Peor que …….. worse than

5. Ahora -now

6. Había -there was

7. Hoy - today

8. Era - it was

9. Sucio - dirty

10. El pasado

Week 5

Review all vocabulary for week 1 -4 for your final test.

How did the British Control its Empire?

Due to huge size of the Empire, Britain had to develop a variety of methods in order to keep control:

• Military Force – Britain’s weaponry developed throughout this period, inventing weapons such as the Maxim gun – one of the first machine guns invented. They also stopped guns reaching natives without their permission. The Africans had poor quality weaponry, they made their own bullets which broke their guns sometimes.

• Use of Locals – The British went on a charm offensive, making the local rich people feel wanted and gave them more money and power. Local people ran the police, law courts and prisons, making them feel in charge of their country and less likely to break laws.

• Communication – The British could easily communicate between the countries of their empire using methods such as telegraphs, radios and ships.

• Gradual Change – The British didn’t try to change everything at once, they gradually changed and developed areas of countries.

• Dealing with Resistance – The British were efficient in stopping anyone who opposed the Empire. Protestors were immediately jailed and broke up local armies.

What is an Empire?

An Empire is a group of countries, people or land that is controlled and ruled by one powerful country.

The British Empire, at its largest, covered 13 million miles or 22% of the world! It controlled over 450 million people or 1/5 of the world’s population. It began in the 16th Century, with British forces establishing trading posts oversees and grew all the way through to the 20th Century. Some of the main countries in the British Empire were: Australia, Jamaica, South Africa, Tanzania, Canada, Malaysia, Ireland, New Zealand, Barbados, Sri Lanka and India.

Year 8 history British Empire knowledge organiser

Key Words Definition

Empire A group of countries, people or land controlled and ruled by one single powerful country.

Colony A country that is part of an Empire

East India Company

Set up in 1600 and controlled all of Britain’s trading stations in India

British Raj Phrase used to describe the British rule of India 1858-1947

Commonwealth A group of nations with a shared loyalty or government.

Native Indigenous person who already lived in a place before the Empire.

12

3

4

Why did Britain want an Empire?

• Australia - Australia was used as a location for criminals. Criminals would be shipped to Australia, where they would be used as a workforce. The built roads, buildings, houses, shops etc. It also gave people an opportunity to escape poverty and gain wealth in Australia. It was also an important naval base, helping Britain control the seas.

• The Caribbean – Because of the warm climate, the Caribbean grew important crops that Britain could not. Therefore sugar, cocoa and coffee were all grown in the Caribbean and taken to Britain. In the middle of the 1800’s however, a combination of bad weather and the growth of sugar in America, led to less money being made from the area.

• Africa – Britain used the people of Africa as slaves and made a lot of money selling them at auctions. The Gold Coast was important because it held lots of gold, ivory and silver, which were traded for fortunes.

• India – India was an important produced of spices and of materials that were traded for money across the Empire.

Strood Academy – Y8 – Term 2 Knowledge Organiser – Earthquakes, Volcanoes and Tsunami’s

VolcanoesEarthquakes

Earthquake A sudden violent movement of the Earth’s surface.

Focus The location that the earthquake starts.

Epicentre The point directlyabove the focus.

Seismic waves

The waves of energy caused by the earthquake.

Fault line The line that 2 tectonic plates move by each other.

Volcano Openings or cracks in the lithosphere wheremagma from inside the Earth can escape onto the surface.

Shield Volcano

Gentle slopes formed from runny lava.

Composite Volcano

Steep slopes formed from thick sticky lava that doesn’t flow far.

Active volcano

Is erupting or has recently erupted and is likely to erupt again.

Dormant volcano

Is one that has not erupted for 10,000 years but could become active again.

Extinct volcano

Hasn’t erupted forthat last 1,000,000 years and will probably never erupt again.

How an earthquake occurs

• Saturday 25th April 2015, 11:56am. • Biggest earthquake in Nepal for

over 80 years. • Epicentre was 75km north‐west of

Kathmandu (the capital)• Nearly 9000 people died • More than 22,000 suffered

injuries • Triggered an avalanche on Mount

Everest, killing at least 8 people. • More than 600,000 homes were

destroyed.

Nepal Earthquake Earthquake ManagementPreparation:• Earthquake

survival kit• Guidance and

support • Earthquake drills Earthquake resistant buildings: • Cross bracing • Shear wall • Base isolator • Shock absorbers

Volcano Cross Section

Managing the risk near volcanoesPrediction, planning and preparation: • Prediction – monitoring volcanoes to see

when it is likely it could erupt.• Planning – includes drawing up evacuation

plans and using hazard maps to prevent houses being built in high risk areas.

• Preparation – educating people on what to do if a nearby volcano erupts.

Why do people live near a volcano?• Fertile soil that is good for agriculture • The presence of minerals • Geothermal energy to produce electricity • Tourism: volcanoes attract millions of visitors every year.

S E C O N D A R Y / K E Y S T A G E 3 M U S I C – H O O K S A N D R I F F S K N O W L E D G E O R G A N I S E R

© W W W . M U S I C A L C O N T E X T S . C O . U K

Hooks and Riffs Exploring Repeated Musical Patterns

A. Key Words B. Famous Hooks, Riffs and Ostinatos C. Music Theory

HOOK – A ‘musical hook’ is usually the ‘catchy bit’ of

the song that you will remember. It is often short and

used and repeated in different places throughout the

piece. HOOKS can either be a:

MELODIC HOOK – a HOOK based on the instruments

and the singers

RHYTHMIC HOOK – a HOOK based on the patterns in

the drums and bass parts or a

VERBAL/LYRICAL HOOK – a HOOK based on the

rhyming and/or repeated words of the chorus.

RIFF – A repeated musical pattern often used in the

introduction and instrumental breaks in a song or piece

of music. RIFFS can be rhythmic, melodic or lyrical,

short and repeated.

OSTINATO – A repeated musical pattern. The same

meaning as the word RIFF but used when describing

repeated musical patterns in “classical” and some

“World” music.

BASS LINE – The lowest pitched part of the music often

played on bass instruments such as the bass guitar or

double bass. RIFFS are often used in BASS LINES.

MELODY – The main “tune” of a song or piece of music,

played higher in pitch that the BASS LINE and it may

also contain RIFFS or HOOKS. In “Classical Music”, the

melody line is often performed “with” an OSTINATO

pattern below.

REPEAT SYMBOL – A musical symbol

used in staff notation

consisting of two

vertical dots followed by

double bar lines

showing the performer

should go back to either the start of

the piece or to the corresponding

sign facing the other way and repeat

that section of music.

TREBLE CLEF – A musical

symbol showing that

notes are to be

performed at a higher

pitch. Also called the G

clef since it indicates

that the second line up is the note G.

BASS CLEF – A musical symbol

showing that notes

are to be performed

at a lower pitch. The

BASS LINE part is

often written using the BASS CLEF.

Also called the F clef since it

indicates that the fourth line up is

the note F.

Bass Line Riff from “Sweet Dreams” – The Eurythmics

Riff from “Word Up” – Cameo

Rhythmic Riff from “We Will Rock You” – Queen

Vocal and Melodic Hook from “We Will Rock You” – Queen

Rhythmic Ostinato from “Bolero” - Ravel

Bass Line Ostinato from “Habanera” from ‘Carmen’ - Bizet

Ostinato from 2nd Movement of Symphony No.101 (The Clock) - Haydn

Knowledge Organiser KS3 – Year 8 DANCE Module 1 Key Features Choreographic Devices A Linha Curva

Choreographer: The person who created the dance. Director: The person who is in charge of the performance. Accompaniment: The sound that you hear during a dance. For example, percussion. Professional Work: Original choreography by an individual or company that is recognised nationally or internationally. Stage/Set Design: The presentation of dance in the performing space including set, furniture, props, projection and backdrop.

Choreographic Device: Methods used to develop and vary material. Addition: Adding to the original movement phrase. Retrograde: Reversing a movement phrase. Repetition: Performing the same action or phrase again. Fragmentation: Use of parts of a phrase or motif.

Culture: The ideas, customs and social behaviour of a particular society. Samba: A Brazilian dance of African origins. Capoeira: A martial arts dance form. Contemporary: An expressive form of dance established in the 20th century. Style: Characteristic to a way of dancing.

Key Information Key Movement Features Alice in Wonderland

A Linha Curva: A curved line. Brazil: The largest country in South America. Itzik Galili: An Israeli choreographer. Rambert Dance Company: A contemporary dance company based in London. Stimulus: Inspiration for an idea or movement.

Merengue Walk: Swivel hips (arms across the body). Shuffle: Arms cross over in front of chest in opposite direction. Candle Step: One hand on hip (like a tea-pot). Funk: Robotic movement of the upper body. Reggaeton Stomp: Stomps to the beat alternating legs.

ZooNation: A famous hip-hop dance company based in London. Roundhouse: A Performing Arts venue and theatre in London. Choreographic Intention: What message/idea the choreographer wants to tell to the audience. Alice in Wonderland Stimulus: A classic fairytale transformed into a story about mental health issues. Every character portrays a different mental health issue. Characters: Alice in Wonderland, Mad Hatter, White Rabbit, Tweedle Dee and Tweedle Dumb.

Knowledge Organiser KS3 – Year 8 DANCE Module 2

Infra Key Information Stimuli Expressive Skills

Wayne McGregor CBE: A multi-award winning British

choreographer and director.

Infra: A dance performance choreographed in 2008

based on ‘life under the city surface’.

London Bombings: A series of awful terror attacks by

Islamic extremists which happened in London on 7th

July 2005. A stimulus for Infra.

Community: A group of people living in the same

place or having a particular characteristic in common.

Pedestrian Gestures: Gestures performed to show

everyday actions. These could include: brushing your

hair, waving, drinking a cup of tea, doing up your

shoelace or picking up a bag.

Auditory: A stimulus relating to sound (music).

Visual: A stimulus relating to sight (for example, a

poem, a picture or quote).

Tactile: A stimulus relating to the sense of touch (for

example, a balloon, a scarf or tin foil).

Kinaesthetic: A stimulus relating to sensory perception

of movement and position (for example, a moving train

or ticking clock).

Ideational: A stimulus relating to an idea or theme (for

example, war, culture or relationships).

Focus: The use of the dancer’s eye-line.

Facial Expressions: Using the face to communicate

character/ emotion and engage the audience.

Projection: Using energy to engage the audience.

Musicality: Showing sensitivity to the qualities of the

music. Being able to embody the music through your

body.

Spatial Awareness: Being conscious of

the surrounding space (stage space, other dancers and

audience).

BalletBoyz Key Information Physical Skills Choreographic Devices

Iván Pérez: Choreographer of Young Men.

Keaton Henson: Composer.

Young Men: A group of young men brought together

by the brutality of war.

BalletBoyz company: An all male dance group

founded in 2000.

Choreographic approach: How the dance was made.

Extension: Lengthening one or more muscles or limbs

(For example, stretching the arm until it is completely

straight).

Alignment: Correct placement of each body part in

relation to the whole body. All body parts are in the

right place at the same time.

Control: The ability to start and stop movement and

change direction.

Isolation: Moving one body part on its own at one time.

Stamina: The ability to continue movement for a long

period of time without getting out of breath.

Repetition: When the movement is repeated exactly

the same as the original.

Addition: Adding to the movement.

Subtraction: Taking away from the original movement

Fragmentation: Reordering the motif.

Retrograde: Performing a section backwards.

Year 8 Term 2 – Sportsmanship, Gamesmanship and Deviance

Key Terms Additional Knowledge Content & Context

Laws and Rules: The

regulations that

sportspeople follow and

that referees/umpires

enforce, to ensure fair

play.

Fair Play: Respect for

the rules

Aggression: Being

overly forceful, usually

through actions, but can

be through words.

Foul play: Breaking the

laws/rules

Cheating: Act

dishonestly to gain an

advantage

Unwritten Rules: These

don’t appear in the rule

book, but sportspeople

still carry them out, e.g.

shaking hands after a

game.

Sledging: Verbal abuse

of an opponent

Examples of Sportsmanship Footballer Paulo Di-Canio of West Ham, once caught the ball in mid-air as the Everton goalkeeper was injured, deciding to stop play, rather than score in the open goal.

Golfer Jack Niklaus holed his final putt in the final match of the 1983 Ryder Cup. Opponent Tony Jacklin faced a three-foot putt to earn the first ever tie in the event. Instead of forcing his rival to take his shot, Nicklaus picked up Jacklin's ball marker and conceded the tie

Examples of Gamesmanship Goalkeepers in football have been seen untying and tying their laces before taking a goal kick in order to slow play down when their team is winning.

Cricketer Steve Waugh said that is Australian team often “sledged” their opponents in order to gain a psychological advantage over opponents.

Examples of Deviance Cyclist Lance Armstrong admitted to extensive drug taking when winning the Tour De France 6 times. Footballer Joey Barton once admitted to provoking Manchester City after being sent-off, to try and “take one or two with me.”

Sportsmanship Generous treatment of others in a sporting competition.

Gamesmanship The art of winning games by using various ‘dubious’ tactics and ploys, or by trying to gain a psychological advantage.

Deviance Unacceptable or rule breaking behaviour. Can often be aggressive and negatively affect the reputation of a sport.

Knowledge Organiser MYP 8 Module 1

1. . A beat- A second or two of silence within speech used for impact. 2. Structure- The order in which action, scenes or dialogue is placed 3. Pace - The speed of the action/speech. E.g Fast, moderate or slow 4. Dramatic Pause- A beat or two of silence within speech 5. Tone- The emotional quality or texture of the voice . 6.Pitch- How high or low the voice sounds 7. Clarity- The clearness of the vocal quality 8. Stage directions - Part of the script of a play that tells the actors how they are to move or to speak their lines 9. Emphasis- The pressure on individual words that makes them stand out. 10. Accent- Pronunciation of a language, especially one associated with a particular nation, locality, or social class. 11. Ad-lib - Spontaneous speech that hasn't been prepared. 12. Broadcast - A presentation of a recorded or live program on the radio. 13. Edit - To delete or add on a recording, tape or video. 14. Podcast - An audio file in a concise form, like an MP3, created in the form of a radio show. 15. Target Audience- A particular group at which a production is aimed at. 16. Vocal Projection- The technique of speaking or singing whereby the voice is used loudly and clearly.

17. Diaphragm - a thin skeletal muscle that sits at the base of the chest and separates the abdomen from the chest It is used for good vocal projection. 18. Script- written document of a story/performance. 19. Atmosphere- A certain mood created on stage for impact. 20. Dialogue-The speech within a scene spoken by performers 21. Cue- is the trigger for an action/line of dialogue to be carried out at a specific time. 22. Dramatic Tension- building up towards something exciting/important happening. 23. Characterisation - the creation or construction of a fictional character. 24. Hot seat - Drama strategy to develop a character. Questions are asked to someone sitting in the 'hot-seat', who answers in role. 25. Freeze Frame - A still image of action on stage. 26. Protagonist - The leading character or one of the major characters in a play, film, novel, etc. 27. Cross-Cutting - Where two scenes are intercut. 28. Narration - Narration is a technique whereby one or more performers explain or recount events on stage. 29. Monologue - Speech spoken by one actor. 30. Duologue - Speech spoken by two actors.

Lesson 1 Lesson 2 Lesson 3 Lesson 4

Week 1 Homework week 1:1.1 Kitchen safety

Starter 1:1 Starter 1:1 Starter 1:1

Week 2 Low stakes test

Homework week 2:1.2 Key Terms &

Vocabulary

Starter 1:2 Starter 1:2 Starter 1:2

Week 3 Low stakes test

Homework week 3:1.3 The Eatwell Guide

Starter: Revision on 1:1/ 1:2 & 1:3.



Week 4 Final knowledge test out of 40

Review Review Review

Year 8 Food Term 2: Homework Timetable

1.1 Key Literacy & Vocabulary

1. Organic - Foods that have been grown without the use of chemicals. 2. Portion - The amount of food needed for one person. 3. Preservative - A substance that improves the shelf life of food. 4. Viscosity - The thickness of a mixture e.g gravy.5. Acetic acid - Vinegar6. Antibacterial - Something that stops the growth of bacteria.7. Citric Acid - Lemon juice. 8. Standard component - A ready-made part of something e.g a ready-made pizza base.9. Danger Zone - The temperature range in which bacteria thrive. 10. Bulking agent - A cheaper ingredient added to reduce the cost of making a product.

1.2 Eight Tips for Healthy Living

1. Base your meals on starchy foods

2. Eat lots of fruit & vegetables3. Eat 2 portions of fish a week,

including oily fish. 4. Cut down on saturated fat and

sugar. 5. Eat less salt - 6g a day is the

limit for adults. 6. Drink plenty of water. 7. Do not skip breakfast. 8. Be more active!

1.3 The Eatwell Guide

Fruit & Veg

Starchy Carbs

Proteins

Dairy

Oils & Spreads

animal farm 2.1 - strood academy

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